• Cooper Counselor's Corner
  • Misson Statement

    The mission of the Cooper Elementary Counseling Program is to provide a safe and nurturing environment in which all students, regardless of their race, ethnicity, ability, gender, socio-economic status, or sexual orientation, are challenged to meet their fullest potential by acquiring the appropriate knowledge, skills, and attitudes needed for academic, social/emotional, and career development.

    Through participation in a data-driven school counseling program and with cooperative relationships with families, staff, and community members, students will develop the necessary skills to become successful, responsible, and respectful citizens in an ever- changing world.

     

    Vision Statement

    Cooper Elementary School students will possess the necessary academic skills to become lifelong learners, the social-emotional skills that will reflect a character that is respectful, responsible, and displays a high level of integrity, and the skills to make a positive difference in the community and world around them. They will realize their value and potential, appreciate diversity, and make informed and self-directed decisions that will help them achieve their future goals.

     

    Our Beliefs

    • All students have the right to access services from a school counselor.

    • Student achievement and success is the primary focus of all school decisions.

    • All students can learn.

    • Students need to be actively involved in problem solving and producing quality work.

    • Each student is a unique and valued individual who is treated with respect and dignity.

    • All students have the right to a safe and nurturing environment that promotes learning.

    • Staff, students, parents, and the community share the responsibility for advancing our school's mission.

  • Meet The Cooper Counselor's

    ASCA Model

    We are so excited to work with you this year and support your student's success!​

    Parents/Guardians/Families: To speak with your school counselor, please email us, and we will be in contact with you as soon as possible.

    Students: If you are in Kindergarten through 2nd grade, let your teacher know or come by Ms. Tran's office. If you are in 3rd grade through 5th grade, fill out a request form and put it in the folder outside Ms. Muma's office. 

    School Counselor Contact Information:

    Katherine Tran: K through 2nd grade

    katherine.tran@gcpsk12.org

    770-554-7062

    Lara Muma: 3rd through 5th grade

    lara.muma@gcpsk12.org

    770-554-7386

  • Role Of the School Counselor

    Parents, the press, administrators and the general public often wonder just what it is that school counselors do on a daily basis. Gone are the days of school counselors sitting in their office simply handing out college applications, making schedule changes for students who want to drop a class or waiting for a crisis to occur. Today's school counselors are vital members of the education team. They help all students in the areas of academic achievement, career and social/emotional development, ensuring today's students become the productive, well-adjusted adults of tomorrow. 

    The role of the School Counselor is one of support, collaboration, leadership and advocacy. We value each person's unique qualities and provide positive solutions to situations. Communication and compassion  are the goals of the School Counselors in working with parents, students, staff, and administrators. All aspects of academic assistance are provided after reviewing all data available to determine student's academic progress. We address these student needs through individual and group counseling, classroom lessons, crisis counseling, and providing resources to our community. 

  • News and Updates

    Check back later for news and updates!

  • Crisis Resources

    In the event of a mental health crisis/emergency, please see outside mental health counseling provider referral linked here, call your pediatrician, dial 911, and/or call ​Georgia 24 Hour Crisis Hotline ​1-800-715-4225.

    Crisis Resources


    dont wait

  • Attendance Policy

    Parent’s notes will be accepted for the first ten (10) excused all-day absences per school year and six (6) check-ins per school year. Thereafter, the only excused reasons for absences or check-ins must be verified through the following formal documentation.

    1. Doctor or hospital note.
    2. Court or government mandated papers.
    3. Funeral brochures or programs.

      Excused documentation should be submitted to the attendance office within two (2) days of return to school. Failure to do so may result in the absence or tardy being considered unexcused.

    The state of Georgia will accept 9 reasons for a student to be considered excused from a school absence or tardy.

    1. Personal illness jeopardizes personal health or health of others
    2. Doctor/Dentist/other healthcare professional
    3. Serious illness or death in immediate family.
    4. Religious holiday.
    5. Student under orders from a government agency.
    6. Voter registration (18 years or older) or voting.
    7. Conditions rendering school attendance impossible or hazardous to student’s health or safety.
    8. Tests and physical exams for military service including National Guard.
    9. A student misses school days to spend time with active duty combat-zoned parent(s) who are about to leave for overseas deployment or who are between military deployments.

      Whenever possible, attach a copy of the formal documentation such as a doctor’s note.

    Students have two days after returning to school to provide an excuse note.

    Please click on this link for Cooper Elementary's Attendance Note that parents may use to document absences

  • Kindergarten Competencies

    Academic Development
    1. Learn the importance of using listening skills at all times in school. (M:6)
    2. Follow classroom rules and be able to explain what those rules mean. (B:SS:9)
    3. Follow spoken directions given in school (B:SS:1)
    4. Cultivate school success by taking responsibility for their actions (self-control). (B:SMS:2)

    Career Development
    5. Learn about various careers and occupations (B:SMS:7) (B:SS:4)

    Social/Emotional Development
    6. Express feelings appropriately and recognize the connections between thoughts, feelings, and actions (ex. learning anger management skills) (M:1,2)
    7. Develop positive attitudes towards self as a unique and worthy person (B:SS:2,6)
    8. Identify and respect similarities and differences of others. (M:1) (B:SMS:9)
    9. Explore the difference between appropriate and inappropriate touches. (B:SMS:9) (B:SS:3,9)
    10. Identify strategies for stopping inappropriate touches. (M:4) (B:LS:7)

  • First Grade Competencies

    Academic Development
    1. Acquire skills to improve learning (ex: on-task behaviors,
    positive attitude, perseverance) (M:4,5) (BS:LS:4)
    2. Use listening skills to follow oral and written directions.
    (B:SS:1)
    3. Accept mistakes as essential to the learning process. (M:1,3,6)
    4. Learn when and how to ask for help with schoolwork. (B:SS:3)
    5. Demonstrate personal responsibility in following rules.
    (B:SM:1,2)


    Career Development
    6. Explore personal likes and dislikes as they relate to various
    careers and occupations. (M:1,3) (B:SS:4)


    Social/Emotional Development
    7. Demonstrate respect for oneself as well as others. (B:SMS:1,7)
    (B:SS:4-6)
    8. Learn about ways to handle disagreements without fighting
    (conflict resolution (B:SS:2,4,6)
    9. Learn how to make and keep friends (B:SMS:9)
    10. Recognize the difference between the feelings associated with
    appropriate and inappropriate physical contact (B:SMS:9)
    (B:SS:3,9)
    11. Identify strategies for stopping inappropriate touches including sexual abuse. (M:4) (B:LS:7)

  • Second Grade Competencies

    Academic Development
    1. Demonstrate the ability to work independently and
    cooperatively with other students. (B:SMS:3) (B:SS:6-7)
    2. Practice effective listening skills in order to follow directions.
    (B:SS:1)
    3. Follow multi-step directions. (B:LS:3) (B:SMS:3)
    4. Identify attitudes and behaviors that lead to successful learning
    (i.e. test-taking skills, work habits). (M:1,5) (B:LS:3)

    Career Development
    5. Learn connections between education and possible careers and
    occupations. (B:LS:9) (B:SS:5)

    Social/Emotional Development
    6. Learn appropriate decision-making skills. (M:3) (B:LS:1,9)
    7. Understand the relationship between behaviors and
    consequences. (M:3) (B:LS:9) (B:SMS:7) (B:SS:4)
    8. Learn conflict resolution skills. (PS:B1.3) (M:1,3) (B:3-5)
    9. Demonstrate ways to show respect for self, others and property.
    (B:SMS:9)
    10. Recognize the difference between the feelings associated with
    appropriate and inappropriate physical contact. (B:SS:3,8)
    11. Examine and practice safety skills including
    preventing/stopping sexual abuse. (M:4) (B:LS:7)

  • Third Grade Competencies

    Academic Development
    1. Develop skills to work independently (M:2,5) (BS:SM:3)
    2. Explore effective test-taking strategies and stress management
    techniques. (M:1) (BS:SM:6-7)
    3. Follow both written and spoken directions. (BS:SS:1)
    4. Practice goal setting, time management, and organizational
    skills (BS:LS:3)

    Career Development
    5. Understand the differences among various careers and
    occupations. (BS:LS:1) (BS:SM:7)
    6. Work cooperatively in small groups to solve problems
    (BS:SS:8)

    Social/Emotional Development
    7. Apply effective problem-solving skills to make safe and
    healthy choices. (BS:SS:9)
    8. Learn appropriate responses to bullying/harassment. (BS:SS:1)
    9. Identify sources of positive and negative influences (peers,
    family, community, media.) (MS:1)
    10. Use effective communication skills. (BS:SM:9)
    11. Develop a healthy self-concept by making positive choices.
    (M:4) (BS:LS:7)
    12. Examine and practice safety skills including
    preventing/stopping sexual abuse. (BS:SS:6)

  • Fourth Grade Competencies

    Academic Development
    1. Identify personal strengths and weaknesses to positively
    influence school performance. (M:5)
    2. Learn and apply test-taking strategies. (BS:LS:3)
    3. Utilize organizational and time management skills to complete
    school assignments. (BS:LS:3)
    4. Learn and apply goal-setting strategies. (BS:LS:7)

    Career Development
    5. Explore how hobbies and personal interests relate to careers.
    (BS:SM:1) (BS:SS:9)
    6. Use conflict resolution skills to solve problems effectively.
    (BS:SS:8)
    7. Learn how to prioritize time between work and leisure
    activities. (BS:SS:2)

    Social/Emotional Development
    8. Accept responsibility and understand consequences for
    personal choices. (BS:SS:7)
    9. Learn effective strategies related to peer pressure. (BS:SM:9)
    10. Identify strategies to cope effectively with personal and
    classroom difficulties (conflict resolution skills). (M:4)
    11. Recognize and appreciate differences in others (culture,
    ethnicity, students with disabilities). (BS:SS:6)
    12. Summarize and practice safety skills including preventing and
    stopping sexual abuse. (BS:SM:8)

  • Fifth Grade Competencies

    Academic Development
    1. Apply time management and organizational skills to enhance
    personal and academic success. (BS:SM:8)
    2. Utilize study skills to help achieve goals and reduce test-taking
    anxiety. (BS:SM:6)
    3. Learn strategies to successfully transition to middle school
    (BS:SM:10)

    Career Development
    4. Identify how hobbies and personal interests influence possible
    careers and occupations. (BS:SM:7)
    5. Develop skills to locate information about possible careers and
    occupations. (BS:SS:2)

    Social/Emotional Development
    6. Demonstrate skills needed to cope with challenges in daily life.
    (BS:SS:7)
    7. Demonstrate behaviors needed to interact with peers effectively
    (friendship skills, avoiding peer pressure and bullying).
    (BS:SS:1)
    8. Demonstrate respect for and acceptance of differences in others
    (culture, ethnic, students with disabilities). (BS:SS:5)
    9. Demonstrate the use of effective communication skills (verbal
    and nonverbal) in a variety of settings. (BS:SM:9)
    10. Distinguish between appropriate and inappropriate school
    behaviors (M:4)
    11. Identify neglectful, physical and sexually abusive situations
    and strategies for getting help. (M:4)
    12. Understand the relationship between effective work habits
    (responsibility, punctuality, and effort) and the world of work.
    (BS:LS:4) (BS:SM:1)

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ASCA National Model

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Crisis Resources

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